Abstract
Extra-curricular activities have been encouraged to support foundation program students’ positive attitude to learning and their smooth transition into the higher education system with better academic and social performances. This paper discusses the study that explores the potential benefits of foundation program students’ involvement in extracurricular activities from the perspective of teachers who develop, lead and facilitate them at the Centre for Preparatory Studies of Sultan Qaboos University in Oman In particular, the study focuses on how teachers perceive the effects of extracurricular activities on student performance in relation to eight key areas, namely development of students’ language skills and academic performance, development of communicative competency, students’ needs and interests, students’ self-esteem and self-confidence, students’ motivation and positive attitudes towards learning, extracurricular activities in the framework of the foundation program curriculum, cross-cultural experiences, and transitional challenges. The results indicate that extracurricular activities play a valuable role in helping foundation program students adjust to higher education environment and function more easily in English. However, more student involvement and additional assistance to students are needed in order to boost their motivation and increase engagement in their own learning experiences.
Highlights
Omani high school graduates, similar to their peers around the world, experience multiple challenges adjusting to the higher education system that can affect their progress in English medium academic environment, social and emotional well-being, confidence and self-esteem (Ginosyan & Tuzlukova, 2016)
This study examines the benefits of extracurricular activities to the students in the standard curriculum of the foundations program offered by the university, as described by the teachers who facilitate extracurricular activities
Extracurricular activities play a valuable role in helping first-year students at Sultan Qaboos University adjust to school and function more in English
Summary
Similar to their peers around the world, experience multiple challenges adjusting to the higher education system that can affect their progress in English medium academic environment, social and emotional well-being, confidence and self-esteem (Ginosyan & Tuzlukova, 2016). Marsh (1992) argues that students’ participation in extracurricular activities promoted by school can increase the school engagement, which leads to the development of more positive attitudes towards school and towards learning. Students participating in extracurricular activities exhibit more positive perceptions of school and lower probability of school dropout. In the context of higher education, the study by Broh (2002) demonstrates that participation in extracurricular activities affects students’ adjustment and their academic performance, which is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism. In a longitudinal study, Marsh (1992) claims that participation in extracurricular activities contributes to academic achievement and social self-concept
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